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MISSION: Our mission is to support livelihood challenged communities to sustainably improve their standard of living through community empowerment approaches for human development in partnership with stakeholders. VISION To have a country where everyone has an equal opportunity to thrive and owns his or her future life regardless of gender, age, ethnicity, race, religion or location. OBJECTIVES AND MANDATE The objectives of TSLF as stipulated in the organization's constitution are; - 1. Promotion of access to basic social Services such as Quality Education, Health care, infrastructure, Water and Sanitation. 2. Advocate for Women, youth, Girls, People Living with HIV/AIDS, People with Disability and Children's rights. 3. Raising awareness on Environmental Conservation, Protection and Rehabilitation. 4. Empower the Community embrace development initiative and economically. 5. Improving agriculture by promoting sustainable farming systems which are environmentally sound, economically viable and socially acceptable, which will improve agricultural productivity and market opportunities for small holder farmers and promote sustainable agriculture, control over land and other natural resources. CORE VALUES Our Core Values Commitment describes who we are, what we do, and how we do it. It reflects our Core Values of Equity, Respect, Integrity, collaboration, Innovation, Teamwork, and Commitment; - Equity: Everyone deserves equal economic, political and social rights and opportunities. Respect: We respect the rights and dignity of every human being and community irrespective of their social standing. Integrity: We uphold transparency, accountability and efficiency in dealing with others and within. Collaboration: We work with others in a dedicated manner towards the achievement of common goals. Innovation: We build a reflection and learning culture as we strive to evolve and share best practice. Teamwork: we value working together for positive change. Commitment: We are committed to performing tasks accurately and in timely manner.

The Vision of the organization has always been to be a refugee run organization attuned to refugee needs and positioned to craft interventions responsive to those needs. The focus has evolved over the years as conditions have changed. In the early days, the primary need was to respond to and alert the public and authorities to the horrific experiences of refugees as they fled Arakan state in Myanmar (Burma) and made their way to the "relative" safety of Malaysia. Many refugees were sold into slavery and others were killed for unpaid ransom demanded from their families in Myanmar and, sadly, others were killed for organ harvesting. As the trafficking routes became more difficult, the flow diminished, although it never stopped completely. With this change, the organization began to see a wide range of needs emerge as those trafficked realized that Malaysia was not the benign, welcoming environment they had expected it to be. Nor was it just a way-station on the journey to relocation in a more developed country. In reality, Malaysia is likely to be their home for an extended period, if not indefinitely. With approximately 200,000 refugees in Malaysia, 20,000 of them in Penang state, a wide spectrum of needs emerged. These included health, security, income generation, education and social challenges faced by refugees. This resulted in the expansion of the organization's focus, as it responded to the most critical needs as defined by the refugees themselves. While the activities and services have multiplied over the years, the Mission of the organization has remained the same: to empower refugees to re-establish a sense of hope for the future and to rebuild individual, family and community support systems that promote independence and resiliency. Although the organization is registered with the Malaysian government under the name "Persatuan Komuniti Berdikari" (Resilient Community Association), it was more commonly known as Penang Stop Human Trafficking Campaign. As time evolved and the needs served broadened, the name ASPIRE Penang was adopted for general use.

The Artolution is a community-based public art organization that seeks to ignite positive social change through creative, participatory and collaborative art making. We facilitate projects around the world that connect diverse peoples in order to address challenges that they face daily and in the future and to develop common social objectives. Our projects bring together children, youth, families, artists, educators and community groups. Our founding objective is to address critical issues related to conflict, trauma, and social marginalization by cultivating sustainable initiatives that promote reconciliation, healing and community empowerment. Our process empowers artists, youth, and communities to be agents of positive social change, explore critical societal issues, and create opportunities for constructive dialogue. Artolution collaborative art projects engage youth and communities that have faced social exclusion and trauma, including refugees, street youth, the incarcerated, people with physical and mental disabilities, and young people living in areas of violent conflict or extreme poverty. These projects have been organized and facilitated in partnership with local artists and educators, grassroots community groups, schools, religious centers, museums and international institutions in over 20 countries across Latin America, Africa, Australia and New Zealand, North America, the Middle East, Europe and South Asia. We utilize visual public art mediums such as mural art and community sculpture, as well as street performance genres including dance, theatre, and music. In our workshops, participants explore important community issues. Supported by us, they collectively decide on the subject and content of the artistic production, culminating in the collaborative creation of works of public art. Through this process, we emphasize the building of positive relationships among participants, skill-building, the sharing of knowledge and the encouragement of community creative activism.

Teach First Denmark is a non-profit association founded in 2013 We work to give children in Denmark the opportunity to get an education, regardless of social background. We do this by engaging even more skilled teachers for the primary schools and students who need them the most. Our two-year program is a career in elementary school and in education. It is a community for people who want to contribute to strengthening the future opportunities for all children in Denmark. We work closely with primary schools, vocational colleges, municipalities and foundations. We are independent of political, economic and religious interests and are financed by foundation funds for non-profit purposes. A society where no children and young people are excluded from the communities Teach First Denmark works for a society where all children and young people have the opportunity to develop their full potential, for the benefit of themselves and the community. We mobilize civil society in the belief that positive change is created by engaging and uniting people who want to be something for someone and who want to contribute to the community. We are present where the need is greatest, and we always have the children's interests at the center of what we do. We emphasize building our activities around a broad collaboration, because we are never the whole solution, and because together we can see more nuances and create greater changes. More skilled teachers at primary schools with a large proportion of vulnerable pupils A program that attracts the brightest and most motivated university candidates with the talent to motivate and learn from them in primary school. A thorough selection of candidates who have the potential to become skilled teachers and who, in the long term, can also create solutions in a career outside primary school. More professionally skilled and well-connected teachers, not least in vulnerable residential areas. A strong community and network of graduates who support and inspire each other. A steep learning curve through a close link between theory and practice and feedback from a teaching mentor.

One To Many is publicly operating as Teach For Pakistan I. History and Future: Teach For Pakistan was founded in 2010, based on the global model of Teach For All and with support from our incubating partner, The Aman Foundation. The organization was incorporated in 2011 with the name "Teach For Pakistan" and operated as part of the Aman group of companies until 2016. All historical financial and operational materials shared in this application are from this last phase in Teach For Pakistan's journey. Teach For Pakistan has started its next chapter as a new organization with an independent board and diverse funding base. This new entity is legally registered as "One To Many", a non-profit company incorporated in May 2017. We operate publicly under the name "Teach For Pakistan" by virtue of our agreement with Teach For All, the global organization that owns the trademark. Teach For Pakistan is now headed by Khadija Shahper Bakhtiar, who originally co-founded the program in partnership with Aman in 2010, and led the work as CEO and Advisory Board member until 2015. We carry with us six years of learning in program and organizational development, and the commitment of over a hundred Alumni and former staff. II. Mission and Vision: Teach For Pakistan leverages our country's most promising young talent to create a multiplier effect on the education system. We recruit and train top graduates and young professionals from all fields for a two-year Fellowship, and place them to teach in struggling schools in low-income communities. During their two year commitment, Fellows work with their students, school staff and parents to transform learning and life-outcomes for children. After the Fellowship, our Alumni use their experiences to tackle Pakistan's most pressing problems in education, fostering action to change policy and curriculum, mobilizing resources, turning around schools, and spurring social innovation. Collectively, this movement aims to reform the system so that every child in Pakistan has the opportunity to participate in an education that nurtures them to become loving, thinking and engaged citizens.

Karuna Deutschland is committed towards ending caste-based discrimination, dedicating efforts for poverty-alleviation, and ensuring equality in India and Nepal. Our mission is to serve individuals and families of the poorest communities in India and Nepal. The women and children as well as people from lower cast backgrounds come under the most vulnerable population in India and Nepal. The former "untouchable" castes are still suffering from social exclusion and violence and also form the largest chunk of 'ultra-poor' in these countries. It is extremely difficult for them to access healthcare, education, housing and a dignified livelihood. Dalit women and girls particularly are subjected to gender-based violence and exclusion. Although caste-based discrimination has no legal premises, the stigma attached to the lower castes in India and Nepal hinder their dignified participation in all spheres of life. They are pushed further behind by a variety of forces such as existing discrimination, inequality, poverty, illiteracy etc. Therefore, we endeavour to remove the root causes of discrimination, exclusion and poverty. We seek to run our projects and activities based on the principle of inclusion, justice, diversity and equality in order to drive a positive as well as holistic change at the community level. The foundation of our work lies in engendering a dignified life for the people; helping them build a better future for themselves as well as empowering them to take their destiny into their own hands. To elicit lasting solutions to the problems we intend to address, our approach is based upon self-help, self-determination and self-reliance at the community level. The principle of 'leaving no one behind' as mentioned in the Sustainable development goals is enshrined in our core values. Changes often happen at the local level. Creative and innovative solutions are pertinent to reach our goals. Our activities are thus built upon a wealth of local skills and knowledge. We seek to understand the vulnerabilities, strengths and needs of our target groups. Evidence based approach rooted in in-depth analysis, research of ground needs and realities is extremely important for us to promote accountability and responsibility. The four pillars of Karuna Deutschland's work are made of Education, Health, Dignified Livelihoods and Gender Equality. These four pillars are the key focus areas of the work carried out by Karuna Deutschland in India and Nepal. More information about Karuna Deutschland's activities can be found on our website.

Odibu Foundation mission seeks to provide mobile healthcare to address the problem of poor health access in Nigeria at no cost to patients. We seek to provide care for transmissible diseases such as HIV, as well as conditions like diabetes and hypertension. We are also concerned with providing specialized care for family planning. This would include access to free birth control, as well as pre-natal and post-natal care and care for infants. The social problem to be addressed: The communities in Northern Cross River State, due to lack of knowledge, information and orientation in health and hygiene the grass root level villagers cannot understand the need of immunization, importance of growth monitoring, technique of low cost nutritious food preparation, different methods of birth control, spacing between two children, importance using sanitary or pit type latrine, preparation of safe drinking water, maintenance of personal hygiene and disposal of waste products from the home and practices to maintain good health. In fact sound health deteriorates here with the increase of superstition and wrong method of treatment. So the incidence of maternal mortality, child mortality, morbidity, dehydration and malnutrition rate and other infectious diseases are quite high as per our community diagnosis. The existing Dai are not qualified so they cannot diagnosis in the case of high-risk pregnancies properly. The quacks are not trained. They depend on limited indigenous knowledge. The diversity and multiplicity of the problem can be decreased with some comprehensive program in this matter. At the time of feeling pain, they have to take to distant primary health center but on the way the pregnant women face great problem. Sometime the pregnant women are compelled to give birth their children under the open sky. So most of the patients have to go to town but some of them die in the street. Health care in Nigeria is not accessible, affordable, or high+quality as the residents of Nigeria deserve. Nigeria has one of the highest infant and maternal mortality rates in the world.16% of children die before their fifth birthday from complete preventable diseases like malaria and diarrhea. When treatment is many miles away, it is expensive to get to it, and many Nigerians simply cannot afford to get to a hospital or do not have transportation. Our foundation is dedicated to relieving the suffering and uncertainty of Nigeria children and underprivileged people. These individuals become victim to the shackle of poverty where the simplest necessities of life such as food, healthcare, shelter, clean water, sanitation and hygiene are often not within their reach.

Source Vive's mission is to bring support to families and relatives of children suffering leukemia and cancers in the greater Paris North area, at any stage of their disease. (each year, 2000 to 2500 children are declaring cancer or leucemia in France) Support consists of psychologist assistance (2 professionals), art-therapy sessions (1 professional), sport-health (1 professional) sessions and various activities (21 volunteers) such as gardening, cooking and games plays. All this is held in a dedicated 400 sqm+ location in the city of L'Isle Adam (North of Paris). The support is given in complement of and in coordination with the one local hospitals may be providing to the children and their families depending on the stage or importance of treatment. Hospitals may also call Source Vive directly for their support. Source Vive is as such supporting 75 families a year through a personalized and dedicated approach. This is a non-profit support; no financial participation is asked to families; this is free of charge and all financial resources come either from local and national subsidies or private donations. There is no limitation in time to the support provided to families (support length is average 3 years). The Source Vive location is mainly open on week-ends but many additional activities are created along the year to make sure children and families can benefit from a warm and dedicated attention through several experiences ( leisure park visits, horse riding, Christmas spectacle, etc...). Source Vive is also deeply developing in the support they can bring in the scholastic education of children who cannot go to school anymore due to treatments. They bring the support in coordination with local schools and can either bring the support in hospitals or at home for children where needed. Source Vive is also working closely with local other communities to make sure they can maximize synergies and join forces (sport associations, artistical associations, etc...). The association was founded in 1989 by Mrs Sylvie Brechenade who had to manage herself the leukemia of her 3 months children; she realized a lack of psychological support and excha,ge platform at that time and decided to create Source Vice as soon as her child had luckily recovered from the disease. 33 years after, she is still leading the way in the association, while making sure people will be ready to take over her action when time is needed.

WereldOuders focuses on the empowerment and personal development of vulnerable children and families in Latin America and the Caribbean. With us, they receive attention and the support that suits them. WereldOuders has a unique approach, based on four pillars: a safe home, health, education and independence. By providing a social safety net while building the children's self-confidence, they regain a future perspective, an opportunity to realize their dreams. WereldOuders has projects in nine countries in Latin America and the Caribbean. These are Bolivia, Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua and Peru. A home is the most important safe base for a child. When a home situation is scarred by poverty, addiction, violence or the death of one of the parents, the secure base falls away. WereldOuders and partner organization NPH are committed to creating or restoring a safe home base for children and youth in Latin America. Our vision of "a safe home" has changed significantly over the past years. NPH was founded in Mexico in 1954 with the opening of a children's home for children who had nowhere else to go. The organization continued to expand to include children's homes in the other eight countries. More than 19,000 children found shelter in an NPH home. These homes were called "family homes" by the organization. NPH placed great importance on creating a warm, loving family atmosphere in the homes. No matter how well this worked out, a family home can never replace a real family. With today's knowledge, arising from empirical evidence and in accordance with the UN Convention on the Rights of the Child, we recognize the unintended harmful effect that institutionalization has on children and youth. Children and youth become alienated from their families and communities of origin. Stigmas attached to growing up in a children's home lead to (young) adults struggling to find their place in society. Having no family to fall back on makes it difficult to hold your own in society as an "uprooted" adult. 'Our' children can always come to NPH even later in life, but that is an exception in the world of children's homes. Uprootedness in general is a major problem: this group has difficulty raising their own children and keeping them from ending up in crime or on the streets. International child welfare organizations are therefore increasingly focusing on de-institutionalization. NPH, too, is going through this transition. We can and want to do more to really change the situation of families and children. We have to change course. We have therefore started to focus more and more on supporting vulnerable families and communities to prevent families from falling apart. This is not entirely new: since its founding, NPH has supported more than 80,000 children who did not live in an NPH family home.

The Stonewall Group is the largest organization fighting for the rights of LGBT+ people in the Wielkopolska region. The Group has been active since 2015 in the following areas: advocacy, education, help/intervention, culture, and healthcare. The Group comprises 41 members and around 50 volunteers cooperate with us. The board comprises five members. Each of them is responsible for a few areas of activity. Our flagship activity is the Poznan Pride Week festival (we organized a few hundred events in the course of five editions of the festival), which culminated in the Equality March (13,000 people participated in 2019). We help LGBT+ people and their families. For four years now, we have been co-operating with six therapists holding psychological consultations which have been provided for around 200 individuals now. We run five support groups for: youth, transgender people, families of LGBT+ people, bisexual people, and LGBT+ people from Ukraine. We provide legal help for LGBT+ people, who are often victims of hate crimes (the legal help is also partially financed by municipal grants); since 2016 we have provided a few hundred hours of support in total, which also consisted in representing a client. We organize many cultural activities: produce concerts, theatre plays, and organize meetings with authors. We are also active in the area of healthcare - thanks to the grant from the city of Poznan, we are organizing a training project for therapists about so-called ChemSex. In 2019, we were commissioned by Panstwowy Zakad Higieny (State Institute of Hygiene) to conduct research about ChemSex. We provide free testing for HIV, syphilis, and HCV. We train companies about antidiscrimination (e.g., Allegro, Franklin Templeton). In 2019, we organized the first edition of Letnia Akademia Rownosci (Summer Equality Academy) - we visited seven cities in Poland, combating harmful stereotypes about LGBT+ people (funded by Sprite). We conduct business activity - we manage the bar Lokum Stonewall bar which has become not only a meeting place for the Poznan LGBT+ community, but also the main stage of Polish queer culture for such events like weekly drag queen performances. The bar also boosts our visibility - it is located on the main pedestrian street in the center of Poznan (facebook.com/LokumStonewall). What is more, as a part of our business activities, we run an online shop (outandproud.pl) and organize trainings for companies.

Education For All (EFA) believes that education a basic human right, and that educated girls educate the next generation. EFA focuses on girls from rural, remote areas of Morocco's High Atlas region who are missing out on secondary education due to living too far away from schools and being too poor to afford transport. EFA was founded in 2007 to respond to the high levels of illiteracy (estimated at 70%) amongst girls in the most deprived and remote areas of the High Atlas Mountains in Morocco. Instead of going to school, girls were staying home, doing domestic chores, marrying young and remaining in the cycle of poverty with limited choices in life. The 3 main obstacles for girls in rural Morocco to access school are Their villages are too far away from the secondary schools Their families are too poor to afford the travel costs There is low awareness of and value for educating girls THE SIMPLE SOLUTION EFA builds and runs safe and well equipped girls' boarding houses. We currently accommodate 250 girls in 6 houses, from the ages of 12-18 yrs. The EFA houses are a 'home away from home'. They are staffed by local women which helps to create an environment where their culture is respected and trust is built with the local community. They have 3 nutritious meals a day, hot showers, computer rooms and plenty of books and learning support. We also run an international volunteer programme to support the girls in their studies and activities which broaden their horizons. EFA Short Film Register to watch the short Film: https://efamorocco.org/videos/changing-worlds/ Watch the trailer: https://vimeo.com/355137701 It only costs $3 a day to educate a girl for a whole year! OR $85 per month or $1000 per year. IMPACT The short-term impact of EFA's work is that many girls now have the opportunity to go to school who otherwise would be at home. Since 2007 we have given access to a full secondary education for 370 girls. These girls are now young women want to become lawyers, scientists, teachers and entrepreneurs! We now have over 130 girls enrolled at University since 2013, with two now studying their Master's Degrees, 3 on full university scholarships and one who just graduated to become a Biology teacher. The longer-term impact is that these young women will be able to become financially independent, contribute to the workforce and economy and have more choice and voice in their families and society, ensuring progressive equality for future generations. They have also inspired a positive shift in attitudes in their communities towards educating girls, and are strong role models to their sisters and friends, demonstrating what is possible for them and how to realise their potential through education.

Revoar was born in 2017 from a dream of working with the power of socially vulnerable youth, starting from the perception that youth is an important phase of a human being's life, during which young people are in full development and in a moment of great doubts, pressures and conflicts. However, they have few opportunities, people and places that are safe and adequate for them to develop fully and reflect on and share anxieties and concerns about their decisions about the future. This absence of specific conditions and support to look at oneself and develop in an integral way, whether in the current school system, in families or in places and groups frequented by youth, leads today to a frequent number of young people with depression, with fear and few prospects for the future, and suffering from anxiety and psychosomatic illnesses. The power and vitality of youth, as well as their potential for mobilizing change, both in relation to their role in the economically active population of the coming decades, and for their strong presence and transformative power, have been underdeveloped and got little attention, due to the way in which the education system is considered in the country. Education today remains focused on the enhancement of cognitive skills, with a focus on the obligation to teach content and a more technical vision of education, which is geared towards preparing people for the professional market. Traditional education still uses models designed to answer old demands, without being able to clearly meet the demands of the new century and reflect new discoveries about human complexity. This policy option for education excludes from the process of development of human beings, which are complex and multidimensional beings, the learning of social and emotional skills. Young people, the adults of tomorrow, end up going through school and the youth phase without having the opportunity to know and improve a human dimension relevant to their integral development, which in turn generates human beings with limited, and little explored potential. Today, schools are unable to fulfill the mission of developing all the skills that human beings need to face the challenges of the 21st century. And that does not mean that cognitive skills (interpreting, reflecting, thinking abstractly, generalizing learning, etc.) should be left aside, but rather calls for the integration of the development of socio-emotional skills into the teaching/learning process, since the two are related and complement each other, and together they allow for the integral development of human beings. Therefore, the development of a full education, which considers the human being in its entirety and fullness, is, in general, not being achieved. Currently, there are many terms that refer to socio-emotional skills, such as education for life, 21st century skills, soft skills, emotional and social intelligence, among others. Regardless of the term used, studies have demonstrated the importance and benefits - individual and social - of developing such skills, such as increased creativity, overcoming losses and difficulties, improving teamwork, reducing bullying, decreasing anxiety and depression and better awareness of talents and strengths. With the lack of an integral education that is concerned with the development of these skills, young people miss the opportunity to improve the way they relate to themselves and to others, they do not know how to deal with their feelings and emotions, they do not learn to make decisions in a responsible manner, they don't learn to deal with problems and difficulties, they don't develop empathy, self-confidence and they don't learn to be collaborative people. In view of all these situations and realities, Revoar was created with the proposal to design and implement educational processes for young people in situations of social vulnerability, in public and private schools in Rio de Janeiro, working to contribute to the socio-emotional development of these young people. The organization's mission is to promote a new education, which values a more humane and integral education, in order to enable better personal and socio-emotional development, through a focus on four pillars: self-knowledge, collaboration, empathy and autonomy. To fulfill these objectives, a novel educational path was created, based on practical and dynamic experiences, combined with deep and provocative reflections and meditations, based on several collaborative and innovative methodologies, which was named Pedagogy of Reconnection. The entire methodological process proposed is participatory, respecting listening and dialogue between participants. Knowledge is sought through pleasure and the desire to be in Revoar. And, for this, the methodology is based on participative, cooperative and playful actions that recognize the individuality of each one and, at the same time, the strength and importance of the collective. Revoar's methodology is inspired by innovative and collaborative methodologies such as: Pedagogy of Cooperation, Cooperative Games, Dragon Dreaming, mindfulness, Art education, among others, for the development of socio-emotional skills. Instituto Revoar, in its four years of activity, has held courses with middle and high school students from public schools in Rio de Janeiro, as well as with young people under age who have committed crimes and serve socio-educational measures at the Novo Degase institution. Based on the monitoring and evaluation of its actions, Revoar verified positive and important results, such as, for example: greater ability among participants to identify their own feelings and emotions and greater confidence in expressing them; greater capacity for listening and empathy, and improvement in sociality and working in groups; increased self-esteem through the identification of skills and strengths; improvement in life prospects with the awakening of dreams and greater capacity for choice and decision making with the elaboration of life projects. After two years of working with young people, in 2019, Instituto Revoar began to share its experience and knowledge with educators from the municipal education network in the city of Rio de Janeiro through the "Connected Educators" project. Connected Educators is a process of experiential training, from the perspective of integral education, which aims to deepen the knowledge of educators about socio-emotional skills, so that they can more intentionally develop them in the classroom. The Connected Educators course focuses on connecting educators with themselves, with their "I-educator", with their studies and with the school and, from there, developing a more direct and deeper knowledge about socio-emotional skills, and about ways to develop them intentionally in the classroom. The feedback from the participating educators was very positive, having seen results in the educators' self-esteem and motivation, as well as their practical experience of socio-emotional education in the classroom. Instituto Revoar, therefore, currently creates learning experiences to strengthen and connect educators and students, with a focus on the development of socio-emotional skills and the promotion of integral education.